高一英語(yǔ)上學(xué)期Unit-1整單元教案

1、Unit 1 Cultural RelicsI .教學(xué)目標(biāo) 技能目標(biāo)GoalsTalk about cultural relicsReview attributive clauses, including restrictive and nonWrite a short reply to a letter and give your opinion Take no tes and judge who gives the best evide nee restrictive attributive clausesn.目標(biāo)語(yǔ)言功Expressi ons used to give opinions匕

2、匕 厶冃I thi nk highly of.句I don't agree that. 式Besides.I must say that I agree with you.I must say that I don't agree with you.As far as rm concern ed, I thi nk.As I see it.Don't you agree /think (that).I can't help thinking (that).I would like to say.In my opinion/ view.Pers on ally,

3、we shouldWell, obviously we shouldThe poin t is.詞1.四會(huì)詞匯匯cultural, survive, remain, state, rare, dynasty, vase, belong, gift, ton.stone, once, heat, design, fancy, style, jewel, king, artist, reception, light, mirror, wonder, remove, furniture; secretly, wooden, doubt, trial, consider,opinion, eviden

4、ee, prove, pretend, maid, castle, sailor, treasure, besides2 .認(rèn)讀詞匯relic, amber, Frederick William I, Prussia, Prussian, Peter the Great, Czar,St Petersberg, Catheri ne, Koni gsberg, Baltil Sea, Lenin grad, Jan Hasek,Anna Petrov, mystery3.詞組look in to,bel ong to, in search of, in retur n,at war, take

5、 apart, think highlyof4.重點(diǎn)詞匯bel ong, once, heat, desig n, light, won der, doubt, rema in, prove, con sider, besides, survive, furn iture, opinion語(yǔ)The attributive clauses with which/who/where/whe n法A cultural relic is somethi ng that has survived一It is your job to look into any reports of cultural re

6、lics that have been found in Chi na.You are sent to a small town where you find a relic that was stolen This gift was the Amber Room, which was give n this n ame because.Later , Catherine 1I had the Amber Room . outside St Petersburg where This was a time when the two countries were at war.In 1770,

7、the room was completed the way (that) she wan ted it.froma place.重1.Frederick William I, the king of Prussia could never have imaginedthat .占八、2.Once it is heated, the amber can be made into any shape句3.It was made for the palace of FrederickI .子4.In 1716, Frederick William Igave it to Peter the Gre

8、at,as“ gift offrien dship5.In retur n, the Czar gave the king of Prussia 55 of his best soldiers.6.The Amber Room soon became part of the Czar's Palace in St Petersburg.7.Later, Catheri ne 11 had the Amber Room moved to the palace outside.8.This was a time when the two countries were at war.9.Th

9、ere is no doubt that the boxes were then put on a train forKonigsberg，1C).After that, what really happened to the Amber Room remains a mystery.11.1 th ink highly of those who are search ing for the Amber Room川.教材分析與教材重組本單元以cultural relics 為話題，旨在通過(guò)單元教學(xué)使學(xué)生了解世界文化遺產(chǎn)，學(xué)會(huì) 描述它們的起源。開(kāi)展和保護(hù)等方面的情況，復(fù)習(xí)并掌握定語(yǔ)從句，能在英語(yǔ)

10、口語(yǔ)交際過(guò)程中判斷別人給出的依據(jù)，并給出自己的觀點(diǎn)，能回信并就如何保護(hù)和處理世界文化遺產(chǎn)給出自己的觀點(diǎn)。1.1 Warmi ng up假設(shè)你是一個(gè)文化遺產(chǎn)部門的工作人員，被派往一個(gè)小村鎮(zhèn)，去調(diào)查一個(gè)罕見(jiàn)的明朝花瓶被盜事件。這時(shí)有一個(gè)男的試圖阻止你，并堅(jiān)持認(rèn)為這個(gè)花瓶是屬于他 家的，那么對(duì)此，你要對(duì)他說(shuō)些什么？1.2 Pre-reading 是Reading的熱身局部，有兩個(gè)問(wèn)題組成。第一個(gè)問(wèn)題是想出一個(gè)你了解的文物遺產(chǎn)，如果這個(gè)文物遺產(chǎn)不見(jiàn)了，你會(huì)感覺(jué)如何，為什么會(huì)有這樣的感覺(jué)？第二個(gè)問(wèn)題是你發(fā)現(xiàn)了一個(gè)文物遺產(chǎn)/I，那么你會(huì)怎么處理它？這樣的兩個(gè)問(wèn)題便為引出Read ing: In Searc

11、h of the Amber Room 做好了鋪墊。1.3 Reading是關(guān)于尋找喪失了的普魯士國(guó)王威廉一世送給俄羅斯沙皇的那個(gè)琥珀屋的建立、被毀、重建的整個(gè)歷史。第一段說(shuō)The Amber Room has “ strange history，并對(duì)它進(jìn)行洋細(xì)的描述。第二段表達(dá)了 The Amber Room的來(lái)歷及其在俄國(guó)的用途：沙皇的冬宮和 會(huì)見(jiàn)重要客人的會(huì)客室。第三段表達(dá)了葉卡捷琳娜二世派人把琥珀屋搬到了圣彼得堡郊外她避暑的宮殿中，并按照她的意愿對(duì)這個(gè)琥珀屋進(jìn)行了重新設(shè)計(jì)，使之成為世界上最偉大的奇跡之一。第四段，表達(dá)了 1941年9月，納粹德軍入侵圣彼得堡，并擄走了琉拍屋，使 之成為一

12、個(gè)謎。第五段，講述了現(xiàn)在德俄兩國(guó)人民依據(jù)舊的琥珀屋，在夏宮建立了一個(gè)新的琥珀屋。設(shè)計(jì)這篇文章的目的是讓學(xué)生從文化遺產(chǎn)的歷史中，體驗(yàn)人類文明開(kāi)展的過(guò)程，提高學(xué)生保護(hù)文化遺產(chǎn)的意識(shí)。1.4 Comprehe ndi ng既有知識(shí)性的問(wèn)題，讓學(xué)生了解文章的細(xì)節(jié)(exercise 1)，同時(shí)又跳出了課文，對(duì)文章進(jìn)行了整體評(píng)價(jià)(exercise 2)0由易到難，有較好的梯度，全面考查了學(xué)生對(duì)文章的理解。1.5 Learning about Language分 Discovering useful words and expressions禾口Discoveri ng useful structures兩

13、局部。其中第一局部的Exercise 1根據(jù)英語(yǔ)解釋，寫(xiě) 出對(duì)應(yīng)的單詞。 Exercise 2 練習(xí) belong to 的詞義和用法。 Exercise 3 練習(xí)介詞 at 的用法。第二局部的 Exercise 1 從文中找出 7 個(gè)含 that /which /who /where /when的定語(yǔ)從句。Exercise 2 Join the pairs of sentences using that which /who /whose /where /whenwithout commas 限定性定語(yǔ)從句 。 Exercises 3 Join the pairs of sentences

14、using which/who /whom /where /when with commas非限定性定語(yǔ)從句 。1.6 Using Language分 Reading ， Listening and Writing和 Speaking and writing和 Reading and writing 三局部。在第一局部的 Listening 中要求學(xué)生 take notes while listening 進(jìn)一步提高聽(tīng)力水平。第二局部中speak It can be proved that-because-第三局部 Read a letter from a German newspaper a

15、nd write a reply to this letter and give a reason why you agree or don't agree with the writer.1.7 Summing up從四個(gè)角度：有用的動(dòng)詞，動(dòng)詞短語(yǔ)，其他的表這和新句型結(jié)構(gòu)總結(jié)本單元內(nèi)容，并總結(jié)所學(xué)的有關(guān)文化遺產(chǎn)方面的知識(shí)。1.8 Learning tip建議學(xué)生親自去博物館看一些中國(guó)文化遺產(chǎn)，并主動(dòng)擔(dān)當(dāng)導(dǎo)游向外國(guó)游客介紹這些文化遺產(chǎn)，同時(shí)練習(xí)英語(yǔ)口語(yǔ)，并向外國(guó)游客學(xué)習(xí)英語(yǔ)同他們交朋友。2.1 從話題內(nèi)容分析， Warming up, Pre-reading, Reading, Com

16、prehending 和 Leaning about Language 內(nèi)容一致，將其設(shè)計(jì)成一節(jié)閱讀課。2.2 將 Using Language 設(shè)計(jì)成一節(jié)語(yǔ)言學(xué)習(xí)課。2.3 將 Workbook 里的 Listening 和 Listening Task 整合成一節(jié)聽(tīng)力課。2.4 將 Workbook 里的 Talking 和 Speaking Task 設(shè)計(jì)成一節(jié)口語(yǔ)課。2.5 將 Workbook 中的 Reading Task 和 Writing Task 整合成一節(jié)閱讀和寫(xiě)作課。2.6 將 Workbook 里的 Using Words and Expression 與 Using

17、Strictures 和 Using Language 中的 Summing up 與 Learning Tip 和 Workbook 中的 Checking Yourself 設(shè)計(jì)成一 節(jié)復(fù)習(xí)課。經(jīng)教材分析，根據(jù)學(xué)情，本單元可用 6 課時(shí)完成1st period Warming up and Reading (1)2nd period Grammar3rd period Listening4th period Speaking5th period Reading (B) and Writing6th period Comprehensive Revision 以上課時(shí)分配與教材重組，僅供參考

18、，教師可因時(shí)因地因人而異，不必拘泥于此。 Unit1 Cultural RelicsThe first periodWarming up and readingTeaching goals1. Target languagea. Important words and phrasesculture, state, look into, rare, vase, belong to, in search of, gift, ton, stone, melt, once, heat, design, fancy, style, jewel, king, artist, in return, rece

19、ption, light, wonder, at war, remove, furniture, secretly, wooden, doubt, remain, mystery, apart, take apartb. Important sentence styleIn return, the Czar gave the King of Prussia 55 of his best soldiers. P2There was no doubt that the boxes were then put on a train for- .P2After that , what really h

20、appened to the Amber RoomI think highly of those who are searching for the Amber Room.2. Ability goalsEnable the students to talk about the story of Amber Room.3. Learning ability goalsHelp the studentslearn how to talk about cultural relics and have the sense of protecting cultural relics.Teaching

21、difficult pointsTalk about cultural relics and what should be done with themTeaching methods1. Learning to the tape2. Group discussion and presentation3. Multi-functional teaching equipment Teaching aidsA recorder, a projector, and some slidesTeaching procedures & waysStep oneAsk the students to

22、 check the new words and expressions of this unit with each other in this unit.Step two warming upThe warming-up exercises raises the students'awareness that there are some well-known cultural relics both at home and abroad. Ask the students to try their best to think of the cultural relics they

23、 know.T: Now, class, look at the title of this unit. Tell me what the topic is this unit.S: Cultural relicsT: Do you know what cultural relics are?(Students'answers)T: All of you did a good job. Ok, let me tell you what cultural relics are. Cultural relics are traces or features surviving from a

24、 past age and serving to remind people of them.They represent the culture of a place and some periods of history. Some of them are in danger because they are being destroyed.Then can you give some examples of the cultural relics that are in need of being protected? (The Great Wall; The pyramids in E

25、gypt; Angkor Wart r .) Part three Pre-reading1. Leading-inT: Ok, class, do you think these cultural relics beautiful?S: Yes, very beautiful.T: Suppose one of them got lost, how would you feel and what will you do with it?S: (find , rebuild, protectT：Thanks four your good suggestions. Now let's l

26、earn “In Search of the Amber Room.2. Explaining picturesAsk the students to read the text first and then answer the following questions:1) .Why was it called Amber Room?(It was given the name because almost seven thousand tons of amber used to make it.)2) . What happened to the Amber Room?(First, it

27、 was built in Prussia. Then, Frederick William I, the king of Prussia, sent it to Peter the Great, as a gift of friendship from the Prussia to the Russian people. And the Amber Room soon became part of the Amber Room soon became part of the Czar'winter palace in St Peterberg.)3. ListeningAsk the

28、 students to read the text carefully and find out the main idea of each paragraph.Ask the students to tell the characteristics of the text1. It tells the history of the Amber Room so that we know what happened.2. It uses the past tense.Part five Post-readingFinish the comprehending exercise in P2Par

29、t Six Learning about language1) . Frederick William I, the king of Prussia, could n ever have imag ined that情態(tài)動(dòng)詞 +have done 表示對(duì)過(guò)去發(fā)生的事情的推測(cè)、批評(píng)和反悔等意思。Eg: You should have told me earlier. What shall we do now?2) Once it is heated, the amber can be made into any shape.Be made into被制成，被做成3 be at war 處于交戰(zhàn)狀

30、態(tài)4 remain 后，常跟名詞，意思為“保持，繼續(xù)，依然5).belong toThen finish the exercise in “Learning about languageand “Discovering useful structures.Part Seven Homework:1. Review the key sentences in this part.2. Review the words in the second period.The Second Period GrammarTeaching goals:1. Target languagea. Vocabular

31、ytrial, consider, prove, tell the truth, pretend, think highly of, besidesb. StructuresI think highly of those who are searching for the Amber Room.Besides, my father once told me that any person who finds something could keep it.I must say that I agree with you.I must say that I don 't agree wi

32、th you.2. Ability goalsEnable the students to make judgments and to write a short reply to a letter, then give their own opinions.3. Learning ability goalsHelp the students learn how to make judgments and give their opinions.Teaching important pointsThe attributive clauses with that/which/who/where/

33、whenTeaching difficult pointsHow to tell the attributive clauses with that/which/who/ where/when/ from other clausesTeaching methodsLearning and practicingTeaching aidsMultimedia computerTeaching procedures and waysI. Reading, listening and writing1. Fast Reading (Pre-listening)Find out the differen

34、ces between a fact and an opinion.2. ListeningStudents take notes and fill in the form while listening to what the three people say about the missing Amber Room.3. Post-listeninga. DiscussionStudents share their forms with others. Then discuss which person gave the best evidence using some useful ex

35、pressions given.b. Writing and speakingStudents write down a short list of reasons for their choice.II. Reading and writingRead the letter on page 7 from a German newspaper. Then write a reply to the letterIII. Homework1. Review the 11 key sentences in the Reading. Remember the words and sentences t

36、hat we learnt this class.2. Preview the new words and phrases in the next class.The third Period ListeningTeaching Goals1. Target language 目標(biāo)語(yǔ)言a. 詞匯man-made projects, the Nile River, The Aswan Dam, Abu Simbel, rock-n-roll music b. 重點(diǎn)句型Do you think it was worth spending so much money to move Abu Simb

37、el?2. Ability goalsMaster the patterns that can be used to describe cultural relics by listening.3. Learning ability goalsHelp the Ss learn how to grasp the key words that can help students to answer questions while listening to the tape.Teaching important pointsLearn the patterns used to describe c

38、ultural relics.Teaching difficult pointsHow to grasp the key words that can help the students to answer questions Teaching methods1. Listen to the tape. (Individuals)2. Check the answers, (cooperative learning) Teaching aids 教具設(shè)備A recorder, a tape, a projector and some slides.Step 1 Homework checkin

39、gT: Let 's check our homework each other. We will have a dictation of the 11 dey sentences in the reading.1. Frederick William I, the king of Prussia could never have imagined that his greatest gift to the Russian People would have such a strange history.2. Once it is heated, the amber can be3.

40、it was made for the palace of Frederick I. P14. in 1716, Fredrick William I gave it to Peter the Great, as a gift of friendship from the Prussian to the Russian People. P15. In return, the Czar gave the king of Prussia 55 of the best soldiers. P16. The Amber Room soon became part of the Czar 's

41、Palace in St. Petersburg. P1.7. Later, Catherine II had the Amber Room moved to the palace outside St Petersburg where she spent her summers. P28. This was a time when the two countries were at war. P29. There is no doubt that the boxes were then put on a train for Konigsberg, at that time a German

42、city on the Baltic Sea. P210. After that, what really happened to the Amber Room remains a mystery. P211.1 think highly of those who are searching for the Amber Room. P2 Step II Listening (P41)1. Listen to the tape for the first time to get the main idea.2. Listen again to the tape that talks about

43、a temple in Egypt, and then answer the questions on page 41.First, students check their answers each other. Later, the teacher gives the answers, using a slide projector.T: As we know ，the Aswan Dam is one of the ancient cultural relics made by the people in the, old times. Now, there are also some

44、well 一 designed buildings that may become cultural relics in the future. For example, The Bank of China Building in Hong Kong designed byI M Pei. Do youwant to know the story of the designers? Next, we'll listen to a tape about I M Pei, a famous architect.Step 1B Listening Task (P44)T: Please li

45、sten to the tape, you have three times. At first time, try to get the main idea. At second time, try to spell the missing words as you hear them. At the last time, make some notes about 1 M Pei's life. After listening, work in pairs. Each pair writes a short dialogue according to the notes. Let

46、students read and act out the dialogue and compete with each pair to see which pair is the best. Step IV Homework1. Collect some information about the cultural relics that are in danger.2. Write your opinions on how to protect the cultural relics.The Fourth Period Speaking口語(yǔ)課教材分析與問(wèn)題解決a. In these two

47、 parts-Speaking Task and Talking, students have a discussion about cultural relics and act out their opinions at the same time. Thus, the students will become active and have the desire of speaking.b. Only discussion is not enough. Maybe students will be tired of speaking. But oral writing can impro

48、ve speaking. Thus the training of the two skills-speaking and writing can benefit each other.c. According to the contents and the characteristics of speaking, we can have this class in the following steps: inspiring interest-controlled speaking training-open training-consolidation-output of speaking

49、.Teaching goals 教學(xué)目標(biāo)1. Ability goals 能力目標(biāo)Enable the students to have the ability of talking cultural relics and ways to protect them.2. Learning ability goals 學(xué)能目標(biāo)Help the Ss to learn how to give opinions clearly about cultural relics.Teaching important points 教學(xué)重點(diǎn)Learn to discuss and act out the Ss

50、 opinions abo'ut cultural relics.Teaching important points 教學(xué)難點(diǎn)How to teach the students to speak out their opinions about cultural relics.Teaching methods 教學(xué)方法1. Watch some videos about the cultural relics. (individuals)2. Have a discussion. (group work)3. Write an article about the discussion.

51、 (individuals)Teaching aids 教學(xué)設(shè)備A computer, a projector and some slides.Teaching procedures and ways 教學(xué)過(guò)程與方式Step I Homework checkingT: Well, class, at the beginning of this class ， 1 want to know whether you have collected some information of the cultural relics that are in danger?Ss: Yes.T: OK, tel

52、l me what you collected?S1： The Great Wall in China is in danger. Some parts of the wall have been destroyed by the wind ， air and rain. Thus it is dangerous for people to climb parts of the Great Wall. And there is also some rubbish on the Great Wall, which destroyed the beauty of the Great Wall.S2

53、: The pyramids in Egypt are also destroyed by the wind, air and rain. Some of them need to be repaired.S3: Some buildings of Angkor Wat are falling down.Step II Lead-inT: OK, class, all of you did a very good job. Now watch videos on the big screen that are from OUTLOOK ENGLISH MAGZINE that are abou

54、t the world cultural relics. Students watch the videos to find some cultural relics that are in danger.T: Have you found that some of them are in danger?Ss: Yes.T: Maybe one day, they will not exist. Then what should we do with them? Now let's go to the next part, Speaking Task.Step III Speaking

55、 Task (P46) T: China has tens of thousands of cultural relics. Perhaps it is not possible or necessary to save all of them For ex ample, Beijing is famous for its lanes or traditional houses and yard, Some people say that only the best ones should be saved Others disagree, and say they make the capi

56、tal a special place Now, let's have a discussion about this in two sides. Do you think China should save all of its cultural relics?-A: Yes, we should save all our cultural relics.-B: No, we shouldn't save all our cultural relics. We should only save the best one.T: Well, you did a good job.

57、 Next, practice again the sentences that can be used to show your opinions.Step IV WritingT: Write an article of 100-120 words about the whole discussion and express your opinion at the same time. No matter what your opinion is, just write it down.Later, the teacher shows some articles of the students with a projector and corrects them with the whole class.Suggested answersToday, we have a discussion on "Should China save all of its cultural relics". Some students think that we should save all the cultural relics for the following reasons. All t